Subject Mathematics Term: Spring Date Monday

Unit Title Finding new fractions Class Year 2 Lesson period:

Curriculum  Exploring quarters and how shapes can be Teacher Miss Torkwase
objectives split into four in a way that creates equal
and unequal groups.
 They are supported to establish that
quarters are formed when objects are split
into four equal parts and then to transfer
this learning into finding quarters of
objects and quantities.
 They are then asked to consider the link
between fractions and division, and how
fractions can act as operators.
Teaching Scissors, Shapes drawn on paper
Resources
Subject link(s)
L.O To understand and visualise that wholes, halves and quarters can be combined to create new
fractions.
S.C At the end of the lesson, children will be able to:
Know how to combine
fractions to make new ones
Key vocabulary equal, unequal, fraction, quarter, three-quarters, half
Starter Pupils watch videos on
Introduction Teacher and learners go over the success criteria.
S1 TEACHING Activity:
Provide learners with some strips of paper that are the same size.
Ask learners to cut a few strips of paper into quarters (writing 1/4 on each quarter), cut a few strips of paper
into halves (writing 1/2 on each half) and leave some strips whole.

S2 TEACHING Activity: group

Ask learners to put three halves together. Ask learners to discuss what fraction they created.

Then ask learners to use these strips to create a range of other fractions and then discuss what fraction they
created. Challenge learners to see how many different fractions they can create using their strips
S3 TEACHING Activity:
If learners have not combined their strip(s) that represent 1 with other fractions, challenge learners to do so..
Differentiation EL: whole class activity. MS: whole class activity. EE: whole class activity.
Plan
Evaluation Can a shape only be divided into four parts ? If yes or no. Give a reason.
(Key questions)
Plenary Teacher and learners go over the success criteria
Homework Worksheet

Subject Mathematics Term: Spring Date Tuesday

Unit Title Measuring length Class Year 2 Lesson period:
Curriculum  They are invited to explore the Teacher Miss Torkwase
objectives concepts of distance and length,
initially by creating, comparing and
using non-standard units, before being
supported to explore centimetres and
metres as standard units for length.
 They are then supported to use a ruler
to accurately measure and draw lines.
Teaching  Toy cars or other vehicles on wheels
Resources  A ramp or slope
 Rulers or measuring tapes
Subject link(s) Science:
L.O To understand that length is a fixed distance between two points. Estimate and measure lengths
using non-standard or standard units.
S.C At the end of the lesson, children will be able to:
Identify shapes on familiar
objects.
Key vocabulary Length, distance, furthest, longest, shortest, longer, shorter, centimeter, meter
Starter Pupils watch videos on length.
Introduction Teacher and learners go over the success criteria.
S1 TEACHING Activity:
Encourage learners to develop their own ways of measuring and recording the lengths that the different cars
have travelled. Invite learners to develop other ways of measuring and recording by asking:
 Is there another way you can measure the lengths the cars have travelled?
 What equipment can you use to help you?
After learners have explored a range of different methods of measuring and recording length, as a class discuss
and explore the different ways of measuring that they have used.
S2 TEACHING Activity: group
Once learners have explored a range of self-created non-standard measurement units, introduce the concept of
a standard unit for measure. Explain that standard units are used to help people to compare measurements,
giving the example that if we use a person’s hand or foot that each person’s hands or feet are different sizes so
we will get different answers for the same distance. Introduce two standard units for measuring length: the
centimetre (cm) and metre (m). Then show learners a range of rulers and measuring tapes.
S3 TEACHING Activity:
Model to learners how to use an appropriate standard measurement tool, such as a tape measure or ruler to
measure the distance travelled by the cars and explore with learners how these distances can be recorded.
Differentiation EL: whole class activity. MS: whole class activity. EE: whole class activity.
Plan
Evaluation What other ways can length be measured?
(Key questions)
Plenary Teacher and learners go over the success criteria
Homework Worksheet
Subject Mathematics Term: Spring Date Wednesday
Unit Title Measuring lines Class Year 2 Lesson period:
Curriculum  They are invited to explore the Teacher Miss Torkwase
objectives concepts of distance and length,
initially by creating, comparing and
using non-standard units, before being
supported to explore centimetres and
metres as standard units for length.
 They are then supported to use a ruler
to accurately measure and draw lines.
Teaching  Worksheets with different length lines drawn on
Resources
Subject link(s) English- Superlatives
L.O  To draw and measure lines, using standard units.
 To understand a measuring scale as a continuous number line where intermediate points
have value.
S.C At the end of the lesson, children will be able to:
Draw and measure lines
Key vocabulary Length, distance, furthest, longest, shortest, longer, shorter, centimeter, meter
Starter Pupils watch videos on length.
Introduction Teacher and learners go over the success criteria.
S1 TEACHING Activity:
Provide learners with a range of different lines drawn on paper, initially ensuring that each line is an exact
whole number of centimetres.
Ask learners:
 Which line is the shortest?
 Which is the longest?
 How do you know?
Discuss learners’ responses together. Then ask learners:
How much longer is the longest line than the shortest line?
S2 TEACHING Activity: group
Explore learners’ initial responses and discuss together how we could answer this question. Establish that we
will need to know the length of the different lines, using a standard unit, and remind learners that a standard
unit of length is centimetres.

Provide learners with a ruler that is clearly marked in centimetres. Ask learners to work in pairs to measure the
length of the lines, initially without any modelling. Observe the approaches learners take to measuring with the
ruler, and discuss the different approaches together, drawing out any common errors or misconceptions.
Through this discussion establish that the ‘0’ mark on the ruler must line up with the start of the line.
S3 TEACHING Activity:
Once learners have measured the length of the shortest and longest line, ask learners to find the difference in
length between them. Then ask learners to measure the length of the remaining lines.

Then, ask learners to draw their own straight lines of set lengths. They can be encouraged to create their own
geometric artwork by changing the angle and orientation of the different length lines, creating a design similar
to the image below:

Once learners are confident with reading and measuring lines which are an exact whole number of centimetres,
ensure learners are able to interpret the values that lie between whole number divisions on the ruler by using
language of approximation. For example, learners may read a value as ‘more than 3 centimetres but less than 4
centimetres’ or ‘slightly more than 1 centimetre’
Differentiation EL: whole class activity. MS: whole class activity. EE: whole class activity.
Plan
Evaluation What tools are used to measure lines?
(Key questions)
Plenary Teacher and learners go over the success criteria
Homework Worksheet

Subject Mathematics Term: Spring Date Thursday

Unit Title Mass and capacity Class Year 2 Lesson period:
Curriculum  They are invited to explore the concepts Teacher Miss Torkwase
objectives of distance and length, initially by
creating, comparing and using non-
standard units, before being supported
to explore centimetres and metres as
standard units for length.
 They are then supported to use a ruler
to accurately measure and draw lines.
Teaching Resources Balance scales.
Items which can be used as non-standard units, such as beads or cubes.
Items with small masses such as 5g and 10g.
Selection of objects of different masses.
Measuring weights for use with balance scales.
Subject link(s) English- Sequencing
L.O  To understand that mass is the quantity of matter in an object. Estimate and measure
familiar objects using non-standard or standard units.
S.C At the end of the lesson, children will be able to:
Define mass Estimate and measure objects
Key vocabulary Mass, heavy, light, , full, empty, grams, kilograms, millilitres, litres
Starter Teacher and learners have a quick exercise to kick start the class.
Introduction Teacher and pupils go over the success criteria
S1 TEACHING Activity:
Provide each small group of learners with a balance scale along with items which can be used as non-
standard units, such as beads or cubes. Ask learners to measure and compare the mass of objects they can find
around the classroom such as an exercise book, a pencil case and a story book. Invite suggestions from
learners as to how they can measure and compare the mass and encourage learners to use a range of non-
standard units to record the mass. For example, they may find the mass of the exercise book is the same as 19
cubes and the mass of the pencil case is 35 cubes.
Ask learners:
 Is there another way you can measure the mass?
 What else can you use to compare the mass of the items?
Learners may also begin to use direct comparisons (i.e. placing one item on one side of the balance and
another on the other side). After learners have had plenty of opportunity to investigate, ask them to share the
different ways in which they recorded and compared the mass of the items.
S2 TEACHING Activity:
Establish with learners that, just like length and distance, there are standard units for mass which enable us to
easily measure and compare the mass of different items. Introduce that two of these units are grams and
kilograms. Provide learners with some small value masses (e.g. 5g, 10g) to hold so they can begin to
appreciate the feel of different masses. Ask learners to try ordering the different objects by estimating the
mass first by feel and say which is heaviest, lightest and in the middle. Then ask learners to measure and
record the mass of the classroom items from earlier in standard units and check whether they were correct in
placing heaviest and lightest.
S3 TEACHING Activity:
Learners should also be exposed to opportunities to estimate the mass of objects. For example, you could
provide a range of different objects, including objects which are physically large but low in mass. Ask
learners to record their idea of the order of the mass of the items, initially without touching them. Then ask
learners to hold the items and to adjust the order if they wish. Finally, work together to measure the mass of
the items using standard units and to order them. Ask learners to reflect on the difference(s) between their
estimated order and the actual order.
Differentiation Plan EL: whole class activity MS: whole class activity EE: whole class activity
Evaluation How can you differentiate the size of objects?
(Key questions)
Plenary Feedback from learners.
Homework worksheet